How an eco-school sanitation community of practice fosters action competence for sanitation management in a rural school : the case of Ramashobohle High School Eco-Schools Community of Practice in Mankweng circuit Polokwane Municipality Capricorn district in Limpopo Province, South Africa
- Authors: Manaka, Ngoanamoshala Maria
- Date: 2011
- Subjects: Sanitation -- South Africa -- Management -- Citizen participation Public utilities -- South Africa -- Management -- Citizen participation Sanitation, Rural -- South Africa Sanitation -- Study and teaching -- South Africa School children -- Health and hygiene -- South Africa School hygiene -- South Africa Sanitation -- Health aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1917 , http://hdl.handle.net/10962/d1007319
- Description: Providing adequate sanitation facilities for the poor remains one of the major challenges in all developing countries. In South Africa, an estimated 11,7% of the schools are without sanitation. The South African government has a constitutional responsibility to ensure that all South Africans have access to adequate sanitation. When sanitation systems fail, or are inadequate, the impact of the health of the community, on the health of others and the negative impact on the environment can be extremely serious. In rural South African schools, many Enviro-Ioo toilets are available today. They are designed to suit a variety of water scarce areas and where there is a high risk of contamination of ground water resources. It is important to realize that any Enviro-Ioo system programme requires an education programme to ensure that the principles of use and maintenance are clearly understood by the user group. Their maintenance requires more responsibility and commitment by users. This study is an interpretive case study that indicates how sanitation in a rural Ramashobohle High School in Polokwane municipality was managed through an EcoSchools Sanitation Community of Practice, and how this developed action competence for sanitation management in the school. The study established that the earlier practice and knowledge of the Ramashobohle Eco-Schools community of practice exercised in maintaining Enviro-Ioo systems was inadequate; unhealthy and unsafe according to the data generated through focus group interviews, observations, interviews, action plan, workshops and reflection interviews. The data generated also indicates that the Eco-Schools community of practice was not committed to maintaining sanitation in their school because they were not sharing sanitation knowledge; they were not communicating and not updating one another concerning Enviro-Ioo systems maintenance as they had no adequate knowledge as to how to maintain the facilities; and the school management was also not supportive and was not taking responsibility. The study shows how this situation was turned around as an Eco-Schools Sanitation Community of Practice focussed on developing action competence in the school community. It provides a case based example of how knowledge and action competence, supported by an Eco-Schools Community of Practice, can find and implement solutions to inadequate sanitation management practices in rural schools, and shows how members of the school community can be engaged in learning how to manage and maintain school sanitation systems through a participatory process that develops action competence. The study points to important dimensions of developing action competence, such as providing knowledge and demonstrations, inviting experts to the school, involving learners in observations and monitoring and in ensuring that adequate facilities are available. In particular, a workshop conducted by Enviro-Ioo consultants, organised and supported by the Eco-Schools Sanitation COP, together with a follow up action plan, provided the main impetus for changes in practice in the school and served to support action competence development. Finally the study provides research findings and recommendations for further research.
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- Date Issued: 2011
Prospects and challenges of the rural non-farm economy in Zimbabwe: a case of Seke rural district
- Authors: Mukozho, Delight
- Date: 2011
- Subjects: Sustainable development -- Zimbabwe , Poverty -- Zimbabwe , Rural development -- Zimbabwe , Farmers -- Zimbabwe , Community development -- Zimbabwe , Food security -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11429 , http://hdl.handle.net/10353/568 , Sustainable development -- Zimbabwe , Poverty -- Zimbabwe , Rural development -- Zimbabwe , Farmers -- Zimbabwe , Community development -- Zimbabwe , Food security -- Zimbabwe
- Description: The Rural Non-Farm Economy (RNFE) is a concept that has gained significance quite recently. Its significance has been prompted by the realisation that agriculture alone cannot sustain the poor subsistence farmers in Zimbabwe. This realisation comes amid the growing concern over increased hunger and poverty in the country‟s rural areas due to a decline in agricultural production. Drawing on the Sustainable Livelihoods Approach (SLA) this study postulates that RNFE is a livelihood strategy that can address rural poverty and social transformation in Zimbabwe. Such an approach to rural development can take up the slack and provide the much needed income for the rural communities to survive. However, RNFE has not yet been used as a social mechanism for poverty alleviation in Zimbabwe. Therefore, this study was undertaken with the objective of investigating the prospects and challenges of the RNFE in Seke District. Although the study is focusing on Zimbabwe, the study may also address the problem of rural development in other countries in Sub-Saharan Africa. The study revealed that only a few household heads in Sekewere engaged in both traditional and non-traditional activities. However, the study noted that the household heads encountered many challenges which include; poor market, low income obtained, shortage of inputs, no access to credit and no support from government or other development agencies.Overall, it was recognised that the household heads engaged in RNFE were not realizing the full benefits of RNFE. Therefore, in order to promote the growth of RNFE and make it more productive, the study posits the following key points to be take into consideration by the various stakeholders in rural development; agricultural development, infrastructural development, rural town development, improving access to financial services, facilitating rural-urban linkages and the implementation of development projects aimed at promoting self-employment in the non-farm sector.
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- Date Issued: 2011
The reading of extended text in Oshindonga in grade 2 in selected Namibian schools
- Authors: Ngula, Elizabeth Njanjukweni-Aluhe
- Date: 2011
- Subjects: Ndonga language -- Study and teaching -- Namibia Reading comprehension -- Study and teaching (Primary) -- Namibia Reading (Primary) -- Namibia Teaching -- Namibia Teachers -- Attitudes -- Namibia Literacy -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1720 , http://hdl.handle.net/10962/d1003603
- Description: This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
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- Date Issued: 2011